本文關(guān)鍵詞： 數(shù)系 概念教學(xué) 課程內(nèi)容比較 教學(xué)策略 教學(xué)設(shè)計(jì)　出處：《陜西師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：在數(shù)系擴(kuò)充中出現(xiàn)的有理數(shù)與無理數(shù)這組相對(duì)的概念是數(shù)學(xué)課程中的基礎(chǔ)內(nèi)容,但是對(duì)于這部分內(nèi)容的學(xué)習(xí),學(xué)生掌握得卻并不是特別好。本文通過梳理已有的研究成果,比較相應(yīng)的課程內(nèi)容,從教材中分析課程內(nèi)容的教學(xué),為教師的教學(xué)活動(dòng)提供教學(xué)上的策略,促使學(xué)生能夠真正理解這兩個(gè)概念。根據(jù)已有的研究基礎(chǔ)與課程內(nèi)容的比較研究發(fā)現(xiàn)：人教版在有理數(shù)概念課程內(nèi)容的編排相對(duì)更為充實(shí)；在無理數(shù)課程內(nèi)容上則北師版編排的更充分、更有特色。但是同時(shí)比較也反映出我們教材上的一些不足,宏觀層面上有：(1)注重運(yùn)算教學(xué)而輕概念教學(xué)；(2)無理數(shù)課程內(nèi)容的課時(shí)量相對(duì)較少。具體層面上有：(1)在有理數(shù)概念的課程內(nèi)容中不提及循環(huán)形式的小數(shù)；(2)在有理數(shù)概念的理解上未能充分表現(xiàn)概念里的意義；(3)在概念的過渡與接續(xù)中有理數(shù)與循環(huán)小數(shù)聯(lián)系不完善；(4)教材中對(duì)于無理數(shù)概念的不可公度內(nèi)容不夠完全重視。針對(duì)有理數(shù)與無理數(shù)課程內(nèi)容比較出現(xiàn)的問題,分別在教學(xué)準(zhǔn)備階段與教學(xué)實(shí)施階段提出了教學(xué)策略,教學(xué)準(zhǔn)備策略為：(1)教材知識(shí)內(nèi)容的組織策略；(2)教材知識(shí)結(jié)構(gòu)的分析策略。教學(xué)實(shí)施策略為：(1)引入內(nèi)容全面性策略,避免認(rèn)識(shí)上不完整；(2)概念內(nèi)部相聯(lián)系策略,具體深化概念理解；(3)遵循知識(shí)的發(fā)展策略,尋適宜的認(rèn)知角度：(4)借助學(xué)科間聯(lián)系策略,詮釋數(shù)的概念含義：(5)多角度審視概念策略,形成數(shù)系基本結(jié)構(gòu)；(6)概念圖檢查理解策略,完善整體概念學(xué)習(xí)。最后,依照上述各項(xiàng)教學(xué)策略,細(xì)化出有理數(shù)與無理數(shù)課程內(nèi)容的教學(xué)思路,并提供一份具體的教學(xué)設(shè)計(jì)。
[Abstract]:In this group the relative concept of rational number and irrational number system in the extension of basic content in mathematics curriculum, but for this part of the study, students master is not particularly good. This paper reviews the existing research results, the content of the training is the analysis of the course content from textbooks in teaching, provide teaching strategies for teachers' teaching activities, students can truly understand these two concepts. According to the comparative study of basic research and curriculum content already found that PEP in the rational concept of the arrangement of curriculum content is relatively more enriched; arrangement is irrational curriculum content of textbooks in the more fully but at the same time, more features. Comparison also reflects some deficiencies of our materials on the macro level are: (1) focus on the operation instruction instead of the concept of teaching; (2) the amount of hours irrational curriculum phase For less. The specific level are: (1) the decimal circulation forms in the course content not to mention the concept of rational number; (2) in the rational understanding of the concept on the concept of the performance is not fully significance; (3) the concept of transition and connection of rational numbers and decimals (contact is not perfect; 4) textbooks for the irrational number concept of incommensurable content is not fully attention. For rational numbersirrational numbers curriculum more problems, the teaching strategies are put forward in the teaching preparation and teaching implementation, teaching preparation strategies are as follows: (1) the organization strategy of teaching material content knowledge; (2) strategic analysis of knowledge structure of teaching materials. Teaching strategies are as follows: (1) the introduction of the contents of a comprehensive strategy to avoid the recognition is not complete; (2) the concept of internal link specific strategies, deepen understanding of the concept; (3) follow the development strategy of knowledge, to find suitable cognitive perspective : (4) by discipline between strategy and concept meaning interpretation number: (5) multi angle concept strategy, form the basic structure of number system; (6) check the understanding of concept map strategy, improve the overall concept of learning. Finally, in accordance with the teaching strategy, refine teaching ideas rational numbersirrational numbers course the content, and provide a practical teaching design.

【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.6

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本文編號(hào)：1493034